Biomedical engineering education in Nigeria: emergence, challenges, prospects and areas for development

Abstract

In the past five decades, Nigeria has witnessed a range of Biomedical Engineering (BME) and technology activities within private and public hospitals, research institutions, and a limited number of universities. These have mainly centred on the procurement, installation, and maintenance of medical equipment and devices. Trained technologists and technicians, equipped with relevant skills and certification, have primarily spearheaded these efforts. Consequently, the country has made a minimal contribution to the global knowledge base in BME research. However, academic programmes leading to degrees and dedicated research in BME have recently emerged within Nigerian universities. This article assesses the current state of BME education in the country, including the milestones achieved, ongoing challenges, and prospects for future development. It draws on a critical analysis of the existing literature on BME practices and education in Nigeria as well as the author’s informed perspective. The findings highlight that BME education in Nigeria is yet to match international standards. To further develop these programmes, it recommends that attention focus on seven key areas that have proven instrumental in the development of similar university programmes in developed nations. Strategies are also proposed to foster collaboration among universities, researchers, the health sector, and government entities that would promote interdisciplinary BME education, ultimately enhancing the healthcare delivery system, and research and development (R&D) in Nigeria.